Diversity and inclusion top of mind among schools

Holy Name High School in Parma Heights boasts a diverse geographic, socioeconomic, religious and ethnic student population, with attendees representing 55 communities throughout Northeast Ohio. One-fifth of its student population is diverse. Jason Reed, who was hired July 1 as the school’s first director of diversity and inclusion, says he is excited about the opportunity to strengthen unity and collaboration among all faculty and staff.

“As individuals, we are all different, but we are all the same as God’s children,” Reed said. “The school has done an excellent job with diversity, and I’m looking forward to helping cultivate the idea that we can all learn from each other and make the world a better place.”

“The world is a diverse place, including the professional world, and we want students to be as prepared as possible. Jason has cannonballed feet first into working with teachers and classrooms, and bringing people together who have different pasts, backgrounds and experiences so that we can all learn together,” added Trace Althoff, Holy Name’s director of admissions.

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Diversity programming is woven into the curriculum among all education levels at Hathaway Brown. Here, students create Korean paper fans.

Diversity and inclusion are at the forefront of a national discussion about improving equity and access in all aspects of the economy and life. Diversity shapes openness, acuity, innovation, personal reflection and resilience. Schools are a foundation for social progress. Local private schools say they are committed to building more diverse and inclusive learning environments through hiring practices, school curriculum, professional development and cultural immersion programming.

“Our mission has always been to send into a changing world confident young people of integrity who think critically and creatively while embracing the joy of lifelong learning,” said Mitch White, Lake Ridge Academy’s head of school. “We can’t fully educate students without preparing them for a world that is always changing. We strive to weave in diversity concepts into everything we do.”

From a coursework standpoint, English or literature classes delve into such topics as immigration and geopolitics, while chemistry explores the consequences of cobalt and mineral mining. International service-based trips to Nicaragua or Costa Rica expose and immerse students in other cultures. And each year, Lake Ridge Academy’s diversity forum — established after Sept. 11, 2001 — addresses a controversial topic with the goal of engaging different viewpoints. The discussions, albeit sometimes uncomfortable, encourage students to listen to other points of view and debate with respect.

“Last year, we talked about gender and sexual diversity. We’ve had Black Lives Matter speak. This upcoming spring, we’re going to look at the role of women in business and society,” White said. “Schools have an obligation to tackle these issues in an age-appropriate way.”

Opening new doors

Inclusive programming is blanketed throughout Hathaway Brown’s early childhood, primary, middle and upper schools. A diversity team composed of school liaisons oversees each institution’s curriculum, which begins with building connections and literacy at the early childhood level, then evolves from there.

Kindergarten through fourth-grade students learn about respect, empathy and develop foundational language. By the time the girls reach the upper school, they are in deep conversations about social justice, activism and making positive contributions to society. They are leaders or members of affinity groups, such as the Gay Straight Alliance or the newly formed Latina Student Association.

“Diversity is part of everyday life. We all have different lenses. We talk about how lenses shape different perspectives and values,” said Camille Seals, director of Hathaway Brown’s Center for Multicultural Affairs. “To see students realize their passion and see themselves as being agents of change is really empowering.”
Hawken School’s 2018 strategic plan lists among its top priorities deepening its commitment to diversity, equity and social justice, which it refers to as its “Fair Play” initiative. To that extent, the school recently hired a director of fair play who will work with upper school diversity coordinators and the rest of the faculty and staff on strengthening that strategic goal through school programs, professional development and curriculum, said Garet Libbey, assistant head of school at the Lyndhurst campus.

Additionally, hiring practices are being re-framed, with diversity and inclusion experience comprising an increasingly prominent part of the evaluation process of potential faculty hires.

“We’ve also focused on diversifying our talent pools and exploring more candidates with different geographic, ethnic and socioeconomic backgrounds,” said Libbey, noting the school’s involvement with the annual NE Ohio Diversity in Education Recruitment Event, which launched in 2017.

In the meantime, its merger in 2016 with Birchwood School, whose student body is primarily made up of students of color or first-generation immigrant families, helps enrich the diversity of its upper school population, as graduating eighth-graders transition into the upper school.

“Our merger with Birchwood is one of the ways in which we are working to provide different ramps and pathways to our schools,” Libbey said. “We’re also aware of the fact that as an independent school, we have tuition, and that can be a limiting factor. We have the largest tuition-assistance budget in the state of Ohio, with $8.8 million dedicated to helping families.”

Academic achievements

As part of its mission to embrace students of all backgrounds and academic abilities, St. Edward High School in 2017 unveiled its St. Andre’s Scholars Program, which provides a specialized curriculum for individuals with developmental disabilities.

“Each of us is endowed with our own unique gifts. At St. Edward High School, we embrace that spirit of acceptance and hospitality and the St. Andre Scholars Program will serve as another example of our community’s tradition of embracing the God-given gifts and talents of students of all types,” according to a letter from president Jim Kubacki announcing the program’s formation in 2017.

Students learn math, language, reading, life skills and communication, as well as participate in inclusion classes such as theology and the arts. Social engagement with same-age peers develops meaningful experiences for all the boys, be it in on the basketball court or in the cafeteria, said Renee Zorger, program director.

“It’s been really incredible to see how loving and patient and accepting the students are. These students are forming valuable connections,” she said.

“Relationships and service are one of our pillars. St. Ed’s is open to everyone.”